Behavioral Executive Functions Among Adolescents With Mathematics Difficulties

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Marja E. Holm, Pirjo Aunio, Piia M. Björn, Liisa Klenberg, Johan Korhonen, Markku S. Hannula
Förläggare: Sage
Publiceringsår: 2018
Tidskrift: Journal of Learning Disabilities
Tidskriftsakronym: J Learn Disabil
Volym: 51
Nummer: 6
Artikelns första sida, sidnummer: 578
Artikelns sista sida, sidnummer: 588
ISSN: 1538-4780
eISSN: 1538-4780


Abstrakt

This study investigates behavioral executive functions (EFs) in the mathematics classroom context among adolescents with different mathematics performance levels. The EF problems were assessed by teachers using a behavioral rating inventory. Using cutoff scores on a standardized mathematics assessment, groups with mathematics difficulties (MD; n = 124), low mathematics performance (LA; n = 140), and average or higher scores (AC; n = 355) were identified. Results showed that the MD group had more problems with distractibility, directing attention, shifting attention, initiative, execution of action, planning, and evaluation than the LA group, whereas the differences in hyperactivity, impulsivity, and sustaining attention were not significant. Compared to the AC group, the MD group showed more problems with all behavioral EFs except hyperactivity and impulsivity, while the LA group showed more problems only with shifting attention. Male adolescents showed more behavioral EF problems than female adolescents, but this gender difference was negligible within the MD group. The practical implications of the results are discussed.


Nyckelord

adolescents, behavioral executive functions, mathematics difficulties

Senast uppdaterad 2019-19-08 vid 05:32